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Table 28.  Percentage of public schools that had specified practices to monitor school climate, by selected school characteristics: School year 2005–06
 
School characteristic  Require students to wear uniforms   Enforce a strict dress code   Require faculty and staff to wear badges or picture IDs   Provide telephones in most classrooms   Provide two-way radios to any staff   Prohibit all tobacco use on school grounds  
All public schools  14   55   48   67   71   90  
                         
Level1                         
Primary  16   47   51   67   73   88  
Middle  14   73   52   67   71   93  
High school  5   64   47   70   67   94  
Combined  9   61   22   61   63   96  
                         
Enrollment size                         
Less than 300  9   47   24   58   53   92  
300–499  12   50   51   68   72   89  
500–999  18   61   59   69   80   90  
1,000 or more  15   69   59   78   78   92  
                         
Urbanicity                         
City  30   64   54   71   78   89  
Urban fringe  12   52   61   73   79   90  
Town  10   52   43   60   66   91  
Rural  4   53   31   59   58   91  
                         
Crime level where
    students live2
                       
High  39   67   56   72   78   93  
Moderate  23   64   49   69   74   90  
Low  7   49   46   65   69   91  
Mixed  18   63   52   68   71   87  
                         
Percent minority
    enrollment3
                       
Less than 5 percent    42   29   60   59   91  
5 to 20 percent  4   44   51   71   70   90  
20 to 50 percent  8   59   58   65   77   94  
50 percent or more  35   70   49   70   74   88  
                         
Percent of students
    eligible for free
    or reduced-price
    lunch
                       
0–20 percent  4   41   52   78   74   91  
21–50 percent  6   55   49   66   70   91  
More than 50 percent  25   63   45   62   70   89  
                         
Percent of students
    below 15th per-
    centile on stan-
    dardized tests
                       
0–5 percent  10   47   47   67   71   92  
6–15 percent  11   56   49   68   72   89  
More than 15 percent  25   65   47   65   70   90  
                         
Percent of students
    likely to attend
    college
                       
0–35 percent  21   62   47   66   69   88  
36–60 percent  13   57   47   63   68   92  
More than 60 percent  10   50   49   70   74   91  
                         
Percent of students
    who consider
    academic achieve-
    ment important
                       
0–25 percent  23   58   43   74   65   87  
26–50 percent  16   60   44   60   67   88  
51–75 percent  14   60   46   66   71   92  
More than 75 percent  12   50   52   70   73   91  
                         
Percent male enrollment                         
0–44 percent  22   59   55   60   68   90  
45–55 percent  13   56   48   68   72   91  
More than 55 percent  16   51   41   63   62   86  
                         
Student-to-FTE ratio4                        
Less than 12 students  11   51   44   62   64   90  
12–16 students  15   59   53   67   78   90  
More than 16 students  21   63   50   80   79   92  
                         
Number of class-
    room changes5
                       
0–3 changes  20   49   46   67   69   85  
4–6 changes  13   54   53   67   75   92  
More than 6 changes  10   63   42   67   67   92  
                         
Regular use of law
    enforcement6
                       
Regular use  18   66   54   67   75   92  
No regular use  11   48   44   66   68   89  
                         
Number of serious
    discipline pro-
    blems7
                       
No problems  13   52   46   66   71   90  
1 problem  15   59   48   74   70   91  
2 problems  14   60   57   68   72   89  
3 or more problems  19   69   50   63   73   93  
                         
Transfers as a per-
    centage of enroll-
    ment8
                       
0 to 6 percent  7   44   42   70   70   94  
6 to 11 percent  9   54   49   70   70   88  
11 to 21 percent  15   55   43   65   70   88  
21 percent or more  19   63   55   65   73   91  
                         
Prevalence of school-
    wide disruptions9
                       
No disruptions  14   55   47   66   70   90  
Any disruptions  16   66   60   77   83   91  
                         
Percent of students
    absent on a
    daily basis
                       
0–2 percent  10   42   46   65   67   90  
3–5 percent  14   55   49   68   71   91  
6–10 percent  14   58   47   65   71   89  
More than 10 percent  19   61   50   70   73   91  
                         
Prevalence of
    violent incidents10 
                       
No violent incidents  10   38   43   62   61   88  
Any violent incidents  15   60   49   68   74   91  
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
1 Primary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higher than grade 8. Middle schools are defined as schools in which the lowest grade is not lower than grade 4 and the highest grade is not higher than grade 9. High schools are defined as schools in which the lowest grade is not lower than grade 9 and the highest grade is not higher than grade 12. Combined schools include all other combinations of grades, including K–12 schools.
2 Respondents were asked, "How would you describe the crime level in the area(s) in which your students live?" Response options included "high level of crime," "moderate level of crime," "low level of crime," and "students come from areas with very different levels of crime."
3 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
4 Student-to-FTE ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time-equivalent teachers and aides. The total number of full-time-equivalent teachers and aides is a combination of the full-time and part-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
5 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6 Respondents were asked, "During the 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
7 Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, gang activities, and cult or extremist group activities. If a respondent reported that any of these problems occurred daily or weekly in their school, each was counted once in the total number of serious discipline problems.
8 Transfers as a percentage of enrollment combines the number of students who were transferred to a school and the number of students who were transferred from a school divided by the total number of students enrolled in the school.
9 Schoolwide disruptions include actions that disrupted school activities such as death threats, bomb threats, and chemical, biological, or radiological threats. Respondents were instructed to exclude all fire alarms, including false alarms.
10 Violent incidents include rape or attempted rape, sexual battery other than rape, physical attack or fight with or without a weapon, threat of physical attack with or without a weapon, and robbery with or without a weapon.
NOTE: Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. Detail may not sum to totals, because schools may have reported using more than one of these practices.
SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education